Lesson Plan



Lesson Plan: Symbolism and Imagery in Literature Name: Stephanie D’Itri

| |Group: 306-15, 506-13, 506-14 |Course: ELA ( English Language Arts) |

| |Date: Wednesday September 23rd , 2015 |Cycle/Year: 2, Years 3 (Sec. 5) |

| |Duration:75min |# of students: 306-15: 29 students |

| |Location: Room B113, basement level |506-13: 22 students |

| | |506-14: 25 students |

|Objectives (SWBAT) |Students will be able to recall and identify the definition of Symbolism and imagery during class discussion. |

| |Students will be able to interpret basic symbols and imagery and formulate their opinions by writing them on paper. |

| |Students will be able to analyze a media clip and identify and explain any symbols and imagery that they see. |

|Big Idea | The big idea is for students to learn and understand the literary element of symbolism and imagery by interacting with it though |

| |text and media. This will contribute to students’ ability to identify this element and use it in their upcoming responses to |

| |literature. |

|Broad Areas of Learning |Media Literacy: Understanding of the way the media portray reality |

| |elements of media language (sound, image, movement, message); comparison between facts and opinions; recognition of sexist, |

| |stereotypical and violent messages; the difference between reality and its virtual or fictional representations; esthetic |

| |qualities of media productions; relationships between media productions using different techniques and forms of artistic |

| |expression |

|ELA Competencies |To represent her/his literacy in different media |

| |Key Features |

| |- To follow a process to respond to media texts |

| |- To construct her/his own view of the world through the media |

| |Evaluation Criteria |

| |To use language to communicate and learn |

| |Key Features |

| |- To use language (talk) to communicate information, experiences and point of view |

| |- To use language (talk) for learning and thinking |

| |- To apply her/his knowledge of linguistic structures and features |

| |- To interact in collaborative group activities in a variety of roles |

| |Evaluation Criteria |

|Cross Curricular |To use information |

|Competencies |Key Features |

| |Evaluation Criteria |

| |- Effective use of information |

| |- Use in new contexts |

| |Competency: To exercise critical judgement |

| |Key Features |

| |Evaluation Criteria |

| |To cooperate with others |

| |Key Features |

| |- To contribute to team efforts |

| |Evaluation Criteria |

| |- Commitment to the work of the team |

|Materials Needed |Symbolism and Imagery notes |

| |Loose-leaf |

| |Smartboard |

| |YouTube video of Pixar’s La Luna |

|Context/ |Up until now students have been learning all the literary elements that make up a short story. Plot, characterization, mood and |

|Background |tone, theme, style, setting. This is a continuation in order to prep them for their final task of a writing a response to |

| |literature. |

|Time |Plan |

|15min |Opening: |

| |D.E.A.R- students walk in, take their books from the shelf and begin silent reading |

| |Teacher will take attendance and prepare smartboard |

|2min |Answer any individual questions from students at their desk |

| |Class reminders: |

| |Vocab test tomorrow Day 8 (September 24th) |

| |Hand in final copy of short story in class tomorrow, rough, edited and final versions as well as the peer editing sheet that you |

|5-8min |completed and received (September 24th) |

| |Pre-Assessment |

| |Ask students; |

| |“What did we do last class?” (Answer: peer editing revision and peer editing of personal short stories) |

| |“What have you learnt in the past about Imagery and Symbolism in literature?” |

| |Possible Answers from students |

| |“nothing” |

| |“imagery is like setting” |

| |“symbols are objects that mean something else in the story” |

| |Ect… |

| |Learning Activity(ies) and/or Task(s) |

|25min |Activity 1 |

| |Read symbolism and imagery notes with students, give examples (on sheet) and clarify that symbols are objects that have a hidden |

| |or deeper meaning in a story while imagery is used to help the reader visualize a concept or idea. |

| |The teacher will choose 4 commonly seen symbols in literature, and write them on the board. |

| |Water (possible answers: life, rebirth, purity, cleanliness, death) |

| |Fire (possible answers: passion, love, destruction, rebirth, warmth, protection, creation) |

| |Night (possible answers: death, darkness of the soul, loss of faith, world without God) |

| |Flowers(possible answers: each one has its own meaning, new life, love, death, colors red, white) |

| |This allows students to take the knowledge they have just acquired about symbolism and imagery and apply it by writing and working|

| |on them in the think-pair-share model. |

| |Students will take out a loose lead and will brainstorm about each one on their own. (2min) |

| |Students will then pair up with the person beside them in the row over and discuss what ideas they have written down and work to |

| |come up with more as a team.(2min) |

| |Teacher will then lead a class discussion and will write student answers on the board to see what students have come up with and |

| |debrief. Talk about how all of these have many meanings that are not always universally defined. Each symbol may have a different |

| |meaning based on the context of the story. |

| |Activity 2 |

| |Tell students we will watch a short film by Pixar called La Luna |

| |Have them turn over the loose-leaf they were working on and write down any visuals they see that could be symbols. |

| |Take a moment to ask students if they had any first impressions they would like to share with the class? |

|20min |Play the video a second time. |

| | 5. Ask questions. What is important about the sounds we hear? Is there dialogue? If there is no dialogue how do we understand|

| |the video? Think about how the symbols are important in telling us about the greater meaning of the story. |

| |6. Have students get into groups of three and identify the possible symbols and their meaning in the context of the video. |

| |(ladder(growing up), hat turned backwards(chooses his own path), climbing the star(youth and new ideas), anchor(weight of |

| |expectations) using the rake (choosing his own way) the father and grandfather arguing over the brooms (generational conflict, who|

| |has the best ideas) |

| |7. Circulate around groups to listen in and see if they need any clarification or help. |

| |8. Discuss as a class and write answers on the board for all to see. |

| |Closure: |

| |Ask students if the idea of symbolism and imagery is clear to them? |

|5 min |Recap what we did today. |

| |Exit card: ask students at the bottom of the sheet they have been working on to answer the following, 1 thing you learned today, 1|

| |thing you need clarification on based on today’s class. |

| |Hand all sheets towards the front. End of class. Have a nice day everyone! |

| |Assessment: |

| |Informal assessment. Students work will be picked up and looked at for understanding. Class participation will also help to |

| |establish if students have understood the lesson. Exit cards will point to specific understandings and areas that need to be |

| |clarified next class. |

| |Differentiation: |

| |This is not needed in this class as the coded students have an attendant to assist them and that has been working very well for |

| |them until now. The only differentiation would be to speak slowly and clearly and make sure that notes are written big and clearly|

| |on the board as these are long classrooms. |

| |Extension: |

| |Next class review symbolism and imagery with more examples. Read The Lottery by Shirley Jackson, have students identify symbols |

| |and imagery within this text. |

|References and resources |Symbolism and Imagery notes sheet given by Miss. Tana |

|used |YouTube video of Pixar’s La Luna |

| |Words used to write students objectives: |

Substitute Reflection:

Please leave me any comments, concerns or general notes on my classes here.

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Wednesday September 23rd, 2015

To whom it may concern,

Thank you so very much for taking on my classes for today. I hope that you have found your way to our school with ease and are ready for a fantastic day!

This folder contains my schedule for the day which I have highlighted for you, along with the three class lists of the classes you will be teaching. Following that are the emergency procedures for fire, lockdown ect. and the maps of the school. Finally, there is my lesson plan which you will use for all three classes as well as the accompanying notes sheet, which students have in their binders.

Students are expected to be in class once the bell has rung. If they are late they are to be sent to the office and must return with a late slip. Dress code is to be followed at all times and you must mark if they are out of dress code on your attendance sheet. Dress code is black pants with a black, blue, white or grey top, logos on both tops and bottoms must be smaller than a toonie.

The English department staff room is located in the basement in room B110 (there is a small plaque on our door that says English Department). Amongst the keys you have received the gold key labelled SMB opens the staffroom as well as the staff bathroom down the hall. The keys to open the classrooms are the gold key labelled AB7for B113, and the gold key labelled AB14 for B118.

We are day 6 today which means you will have 3 sections to teach. One group of secondary 3 students followed by two groups of secondary 5 students. Up until this point we have been discussing the different elements of short stories and have reached symbolism and imagery in all three groups. The video clip mentioned in the lesson can be easily found by searching on YouTube for La Luna, it will be the first video. The students will be more than happy to help you set up the smartboard should you need their assistance.

Should you have any questions pertaining to the lesson or anything else, you can speak to Mrs. Ferri or Mrs. Fratililo, they also teach secondary 3 and 5 English and would be more than happy to clarify anything for you.

Have a wonderful day,

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